2012 student program curriculum template & guide



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2012

STUDENT PROGRAM CURRICULUM TEMPLATE & GUIDE


Host Institution

Seattle Public Schools

Program Name

Seattle Public Schools STARTALK Student Program

Language(s)

Hindi

Age of Students

6-11 (grade 1-5)

Target Proficiency Level

Novice Low

Program Setting

Residential___

Non-residential__x

Distance/Online Component___

Other___ (Please specify)

Duration

Weeks: 2


Contact Hours: 36

Designed by

Name: Eela Nair

Email: eelanair@hotmail.com



  1. Brief Description of Program (no more than 150 words)

Provide an overview of your program. What will students experience during the program and what do you hope that your students will remember and be able to do after the program ends?

You may find it easier to respond to this question after completing the sections on Program Theme, Unit Subthemes, Standards and Expected Outcomes and Specific Knowledge and Skills.


1st to 5th grade students with no prior knowledge of Hindi will participate in a two-week summer camp called “Colors of India” to strengthen their understanding of the Hindi language and Indian culture. This camp will focus on developing basic listening, speaking and writing skills in the target language. It will also help students learn about the rich culture, festivals and symbols of India. There are lots mythological stories that are major source of influence to Indian traditions and social set up. These interesting stories and facts will help strengthen their connection to the community and make their language learning journey more joyful and an exciting experience.





  1. Program Theme

This is the umbrella theme that frames the curriculum and provides context for language and culture learning.

COLORS OF INDIA

In India each state has a different culture, language and tradition. But as a country it represents only one unique identity. It’s a perfect example of unity in diversity. It’s like a rainbow, which consists of many colors that makes its form, shape and presence felt only when all the colors are seen together. The title of the camp is inspired from the same feeling and hence named as ‘The colors of India”





  1. Unit Subthemes

What are the subthemes that will address different aspects of the umbrella theme? These subthemes will facilitate student learning and enable students to demonstrate what they have learned.




Subthemes

Unit 1

All about myself

(How to greet and introduce in Hindi, tell favorite color, food, hobby and other interests. Students will learn to write their names in devanagari.)





Unit 3

Symbols of India

Learn about Indian flag and national bird, animal, food, sport, fruit of India




Unit 4

Festivals of India

Popular festivals are Diwali, Holi, Dussehra






  1. Standards and Expected Outcomes

What will students know and be able to do in the target language and culture? Identify what students will do in terms of the standards. Ideally, all standards will be addressed, but there may be exceptions depending on the type of program that is being offered.

Goals


Standards

Students Can…

Communication

1.1 Interpersonal




  • Introduce themselves and families: ask and answer simple questions and exchange information about themselves and families

  • Express their likes and dislikes about the food, interests in dance and culture

  • Negotiate deals at the market place




1.2 Interpretive

  • Use audio recordings to practice greetings and introductions

  • Listen to and watch videos and film clips related to the theme of the camps – places in India, foods, sports, music, dance etc .




1.3 Presentational




  • Perform or recite Indian songs and rhymes

  • Role play different scenarios based on the subthemes




Cultures

2.1 Practices

  • Listen to mythological stories behind the festivals -Diwali, Dussehra and Holi

  • .Learn how to celebrate these festivals




2.2 Products

  • Make mock ups diyas (Indian lamps) for Diwali

  • Use ‘Gulal’ i.e color for ‘Holi’


  • Make an effigy of ‘Ravana’




Connections

3.1 Knowledge of Other Disciplines

  • Design the cover of their journal in a style similar to culturally authentic art themes

  • Recognize Indian sports and their rules – Cricket, Kabadi, Vish Amrit, Pithoo etc.




3.2 Distinctive Viewpoints

  • Through various mythological stories students learn how a society can get influenced and how the traditions are formed

  • Compare Indian food styles to American food styles

Comparisons

4.1 Nature of Language

  • Sounds of alphabets: In English one alphabet can have more than one sound but in Hindi one character has only one sound.

  • Writing Style: In Hindi you put line on top of each word.

  • ln Long and short vowel sound the base character is same but there is slight variation in the way it’s written.




4.2 Nature of Culture

  • Compare typical or regional Indian food with typical or regional American food

  • Understand the differences between American and Indian styles of dress

  • Compare the festivals of both the countries – their origin, style and traditions




Communities

5.1 Beyond the School Setting


  • Demonstrate an understanding of Indian festivals, sports and other facts to connect with peers

  • Familiarity with Indian festivals and their importance




5.2 Life-long Learners

  • Learn the value of reflection by sharing journals with other family members.






  1. Specific Knowledge and Skills

What specific linguistic, cultural, and other subject matter knowledge and skills will students be learning as they work with this theme? (e.g., language functions, cultural knowledge/practices/ perspectives, knowledge related to subject matter or concepts.) Identify what students will do in terms of, but not limited to, Linguafolio-like Can Do statements that are aligned with the Standards for Foreign Language Learning in the 21st Century.

Thematic Knowledge and Skills

Students Can

Students Use

Greet others and take leave



Hello! – Namaste

How are you? – Aap kaise hain?

See you later. -- Phir mileage.

Thanks You -- Dhanyavaad.

Welcome -- Swagat hai.



Introducing self


My name is…. ; Mera naam ……hai.

I am… years old. ; Main …. Saal ka hoon.

I live in…. ; Main …… main rahataa hoon.


Follow instruction in Hindi in class or during the recess

Look, listen, Be quiet ,Raise your hand, Sit down, Stand up, Jump, Run, right, left

run to the right, run to the left




Ask and answer questions about family


How many people do youhe/shehave in your family?

Who do you have in your family? Do you have…?



Learn the names of popular festivals of India

Diwali, Dussehra, Holi

Fun facts of India

Highest bridge of the world is in India

Number ‘0was invented in India

Flag of India is called a Tiranga (made of tri color)

Etc….


Symbols of India

National bird – Peacock (mor)

National flower – Lotus (Kamal)

National fruit – Field Hockey

National animal – Tiger



Talk about colors to describe things


Red -- Laal

Green -- Hara

Yellow -- Peela

Blue -- Neela

Brown -- Bhura

Black -- Kala

White -- Safed

Pink -- Gulabi

Orange -- Naarangi etc.


Sing Hindi Songs and read some the characters on the lyrics of the songs.


Authentic Songs


Identify Numbers and learn to count


1,2,3,4,5… 10 as ek, do, teen, char, paanch… dus

Ask and for a price

How much is it?

It is one (two..) dollar.




Identify and say Indian food Items:

Dal - lentils

Chawal- rice

Sabji - vegetables

Phal - fruits

Roti - India bread, similar to Tortilla rolls here

Khana - food

Bhook - hunger


Identify common Indian dishes on a Menu

Snacks/ Appetizers: Samosa, Pakora, Bhel puri, Idly, Dahi vada
Mani Dishes : Dal Makhani, Tandori chicken, Shahi Paneer, Dosa, Biryani, Tandoori Naan/Roti

Identifying Indian clothes


Identify Indian clothing for boys and girls like for

Boys: Kurta-Pajama, Dhoti.

Girls: Salwaar-Kameez, Saree.







  1. End of Program Performance Tasks

What culminating performance tasks will provide evidence that students have achieved the program learning objectives? Indicate how students will be assessed for each mode of communication through interpretive, interpersonal and presentational performance tasks.
  • Interpretive tasks involve students in receptive communication of oral or written messages, in mediated communication via print and non-print material, or with listener, viewer, reader works with visual or recorded materials whose creator is absent.


  • Interpersonal tasks require direct oral communication between individuals who are in personal contact or direct written communication between individuals who come into personal contact.

  • Presentational tasks require students to engage in productive communication using oral or written language, produce spoken or written communication for people with whom there is no immediate personal contact or which takes place in a one-to-many mode, or author or create visual or recorded material for listeners or readers not personally known.

Interpretive tasks:

  1. Students will listen to Panchatantra stories from books and watch videos on you-tube

about the festivals of India.

2. Students will be able to understand many courtesy expressions, simple information

questions and simple statements in Hindi.

3. Students will be asked to show their understanding of food in Hindi by circling the picture

of dishes on the menu.



Interpersonal tasks:

1. Students will exchange personal information, simple questions about themselves, their

favorite color with each other.

2. Students will ask questions, ask price and make a purchase during the “shopping time”

3. Students will apply the vocabulary and expressions they learn during the PE activity

classes.




Presentational tasks:

1. Students will do role-plays in Indian costumes to exchange information about themselves,

Like and dislike and talk about their outfits.

2. Students will create an invitation with their names in devanagarito on the invitation. They

will also perform songs and skits for an invited write audience (parents, and guests) on the

the last day of the camp.




  1. Other Types of Assessment and Evidence of Learning

Other types of assessment and evidence of learning may include a wide range of activities and products that provide meaningful evidence of learning, such as dialogue journals, reflective journals, posters, LinguaFolio self-assessment, role plays, presentations of visual or performance arts, portfolios, audio portfolios, e-portfolios, research projects, or videos. Include some assessment or reflection about students’ attitudes and perspectives toward the target language and culture.

Examples

Brief description

Morning Routine



Students participate in standard morning routine like greeting teachers and other friends in the target language. Teachers will ask simple questions to check their understanding and students will learn song and rhymes

Role plays

Students will participate in simple role plays such as: celebrating festivals, ordering food in a restaurant, going shopping

Self introduction

Students will introduce themselves and tell more about themselves

Create their own journals

Students will create their own scratch books with learned vocabulary, song lyrics, projects, drawing and writing samples.


Games

Teachers will use games to facilitate learning target vocabulary and phrases.

Music

Will watch Hindi songs, video clips about festivals and clothing. This will be followed by a quiz for the students to assess their learning. To make the quiz interesting different methods like fortune wheel and hot potato will be used.

Poster

Students will prepare posters for different topics within the subthemes.

Interview

Students will interview each other to learn about likes/dislikes, birthdays, and other information

Daily Journal

Before students leave for lunch, students will spend 10 minutes to work on their daily journal to reflect up what they learned each day.



  1. Instructional Strategies

How will your program ensure that the following best practices are incorporated into your program?

Strategies

Examples

Use target language for instruction


-The target language will be used at least 90 percent of instruction.

-Teachers will create comprehensible input through visual aids, action clues and other methods.



Facilitate student-centered learning


-Student-center activities such as interviews, role plays, use of Venn Diagrams and other graphical representations will be used during the summer camp.


Ensure meaningful interaction in the target language


-Students will play the role of buyer or seller and enact the scene in front of the class

-Students will use Hindi key words of the day in their conversations



Integrate language, culture and content


-Teachers will use realia and multimedia to introduce and incorporate Indian culture, e.g. showing Henna art, jewelry, bindi etc.
-Students will decorate diyas for Diwali, play with colors for the holi festival


Differentiate instruction based on student need

-Sstudents will be grouped based on their learning style and age.

-Center activities will be set up each day to address needs with different learning styles.

-Various teaching resources will be used to meet the needs of different learning styles and abilities.

-Seating will be flexible and arranged to promote learning, participation and interaction.



  1. Materials & Other Resources

Describe the primary resources that you plan to use for the program.

Resources

Description

Title of textbook, if applicable


A variety of reading materials will be used during the circle time and silent reading time.

Gyan Sarovar, Aao Seekhe Ginti



Realia/Authentic materials

Story books, pictures/photos, flash cards, Indian games (carom board, Ludo , dresses, food samples, festivals greeting cards


Multimedia

DVDs, CDs, and CD-ROM, and power point

YouTube: Movie Clippings, Songs Clippings of some of the Indian Movies and clippings for famous Festivals and Clothing.





  1. Technology

If technology is part of your budget, how will that technology support instruction and enhance learning?

Technological Tools

Explanation

Power Point

PPT storybook and interactive games will be used to facilitate students’ learning.


YouTube

Video clips on YouTube will be used to show supporting study materials


Flip Video Camera

To record students’ performances, presentation, artworks.




For Your Reference

Standards for Foreign Language Learning in the 21st Century


Goal 1: Communication

Standard 1.1- Interpersonal Communication: Students engage in conversation, provide and obtain information, express feeling and emotion, and exchange opinions.

Standard 1.2 – Interpretive Communication: Students understand and interpret written and spoken language on a variety of topics.

Standard 1.3 – Presentational Communication: Students present information, concepts and ideas to an audience of listeners or readers on a variety or topics.



Goal 2: Cultures

Standard 2.1 – Practices and Perspective: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Standard 2.2 – Products and Perspectives: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Goal 3: Connections

Standard 3.1 – Knowledge of Other Disciplines: Students reinforce and further their knowledge of other disciplines through the foreign language.

Standard 3.2 – Distinctive Viewpoints: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.

Goal 4: Comparisons

Standard 4.1 – Nature of Language: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

Standard 4.2 – Culture: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.


Goal 5: Community

Standard 5.1 – Beyond the School Setting: Students use the language both within and beyond the school setting.

Standard 5.2 – Life-long Learners: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

Communicative Modes

Interpersonal Mode

The Interpersonal Mode is characterized by active negotiation of meaning among individuals. Participants observe and monitor one another to see how their meaning and intentions are being communicated. Adjustments and clarifications can be made accordingly. As a result, there is a higher probability of ultimately achieving the goal of successful communication in this mode than in the other two modes. The Interpersonal Mode is most obvious in conversation, but both the interpersonal and negotiated dimensions can be realized through reading and writing, such as the exchange of personal letters or electronic mail messages.


Interpretive Mode

The Interpretive Mode is focused on the appropriate cultural interpretation of meanings that occur in written and spoken form where there is no recourse to the active negotiation of meaning with the writer or the speaker. Such instances of “one-way” reading or listening include the cultural interpretation of texts, oral or written, must be distinguished from the notion of reading and listening “comprehension,” where the term could refer to understanding a text with an American mindset. Put another way, interpretation differs from comprehension in that the former implies the ability to “read (or listen) between the lines.”

Since the Interpretive Mode does not allow for active negotiation between the reader and the writer or the listener and the speaker, it requires a much more profound knowledge of culture from the outset. The more one knows about the other language and culture, the greater the chances of creating the appropriate cultural interpretations of a written or spoken text. It must be noted, however, that cultural literacy and the ability to read or listen between the lines are developed over time and through exposure to the language and culture.


Presentational Mode

The Presentational Mode refers to the creation of messages in a manner that facilities interpretation by members of the other culture where no direct opportunity for active negotiation of meaning between members of the two cultures exists. Examples of the “one-way” writing and speaking require a substantial knowledge of language and culture from the outset, since the goal is to make sure that members of the other culture, the audience, will be successful in reading and listening between the lines.

______________________

National Standards in Foreign Language Education Project (2006). Standards for foreign language learning in the 21st century. Lawrence, KS: Allen Press, Inc. pp. 36-38.





STARTALK 2010






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